Stakeholder Preparation for the Implementation of School Improvement Program in Secondary Schools of Amhara Region, Ethiopia

Abstract

One significant barrier to successful School Improvement Program (SIP) implementation is the scope of preparation undertaken prior to implementation. This study aims to investigate the scope of adequate preparation for effective implementation of SIP in secondary schools within Amhara National Regional State (ANRS), Ethiopia. Guided by a pragmatist stance, the study employed an Explanatory Sequential Mixed-Methods design (QUAN → qual). In the quantitative phase, data were collected from 1,152 teachers, 84 students, and 84 School Improvement Committee (SIC) members using 5-point Likert scale questionnaires. A one-Sample t-test was conducted to determine the overall level or extent of SIP preparation compared to the average expected mean (3.0) and One-Way ANOVA tests to identify stakeholder perception gaps. The qualitative phase involved semi-structured interviews with 10 principals and documentary reviews, analyzed through Thematic and Content Analysis to explain the “why” and “how” behind statistical trends. The results showed a considerable effect size (d = -2.51) and statistically significant systemic under preparedness (M = 2.175), much below the average expected mean (3.0) (p<.001). Lack of clarity over SIP goals and strategies, a lack of resources, poor leadership, reluctance to change, and inaccurate or insufficient data are some of the factors impeding preparation. The study concludes that, rather than serving as a strategic basis for SIP implementation, the preparatory phase is viewed as a bureaucratic roadblock. The recommendations center on improving stakeholder communication, giving training top priority, formulating precise plans, and encouraging accountability and openness.